The prologue to the development of educational philosophy outlined recently by Kaminsky (1992) challenged me to think about an epilogue. Is philosophy of education in the 1990s dead in the water or can it contribute dynamically to issues in contemporary research, policy and practice? What I propose to do in this article is to build from Kaminsky's outline of the period 1861-1914 by considering the role of educational philosophy in the period marked by the opposite, the dismantling of modernism in the 1990s. I wish to describe the form of philosophy I see as most appropriate to us now as post-enlightenment pragmatism [pEp] and indicate, in a programmatic style, the ways in which PEP can help educational workers move towards action and power relevant to our new conditions. While this article is exploratory and polemical, the final section refers to specific empirical studies, undertaken over the last 10 years and reported in detail elsewhere that inform the assertions made in earlier sections.